Digital Hardware for Peer Assessment in K-12 Schools and Universities

Topping, Keith J.

doi:10.3389/feduc.2021.666538

Cited by 4 publications

(1 citation statement)

References 29 publications

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“…This component is characterized by the ability to transform knowledge into practical application. In our research, we used a comprehensive approach to conduct an examination of teachers' preparation for innovative activity by taking into account the components we had previously identified (Topping, 2021). Pedagogical diagnostics of teachers' readiness for innovative activities, being a scientific procedure, is aimed at identifying and assessing the level of readiness, and it implements the functions represented in Table 1.…”

Section: Components Of Pedagogical Assessmentmentioning

confidence: 99%

Innovative Approaches to Assessment in Pedagogical Practice: New Technologies, Methods and Development of Objective Assessment Tools

Botuzova,

Iievliev,

Okipniak

et al. 2023

Br. J. Ed., Tech. Soc.

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The academic paper considers and substantiates pedagogical assessment by applying modern technologies as a special type of interaction between the subjects of the educational process aimed at measuring the significant characteristics of a s tudent's activity in the course of solving tasks and problem situations, processing and analyzing the received educational information and final assessment. The model of pedagogical assessment based on using modern technologies is focused on solving the problems o f objectifying the measurement process, expanding the information base of assessment, creating conditions for the formation of learning activities, including assessment activities, integrating monitoring and teaching functions, individualizing pedagogical assessment at the level of individual learning activities. The model is designed on the principles of integration of the subject-object side of assessment; optimization of criterion depth; temporal perspective; binarity; psychological safety; unity of assessmen t and learning activities and individualization in relation to the student. It includes the basic modules: criterion-based assessment, managing the transmission of pedagogical assessment (with a two-component information component -object-subject and subjectsubject), and a module for processing the primary results of measuring students' learning activities and visualizing its resu lts. Organizational and pedagogical conditions for implementing the model are as follows: functional completeness of information a nd software support; teachers' readiness to use pedagogical assessment by applying computer tools; adjustment of regulatory documents, local acts of the educational institution and protocols of service interaction, which create an opportunity to use assessment systems; creation of a motivation system that stimulates the promotion of personality-oriented education in the teaching team.

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Section: Components Of Pedagogical Assessmentmentioning

confidence: 99%

Innovative Approaches to Assessment in Pedagogical Practice: New Technologies, Methods and Development of Objective Assessment Tools

Botuzova,

Iievliev,

Okipniak

et al. 2023

Br. J. Ed., Tech. Soc.

View full text Add to dashboard Cite

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Advantages and Disadvantages of Online and Face-to-Face Peer Learning in Higher Education: A Review

Topping

2023

Education Sciences

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During the pandemic, many institutions shifted to online teaching, and in some cases, this included existing peer learning programs. As the pandemic receded, some of these peer learning programs returned to face-to-face operation and others adopted a blended format, while others remained online. Interestingly, the literature suggests that online peer learning is somewhat more effective than face-to-face peer learning. This might be because online peer learning enables responses at any time (which might be more thoughtful), anonymity, and a wider nexus of relationships, although it can create issues regarding the initial development of trust. There are a great many studies of both face-to-face and online peer learning, but relatively few that directly compare both. By way of addressing this gap, this paper aims to systematically review 17 papers that directly compare both, informed by and updating the only previous review in this area. Online performs better than offline learning in terms of cognitive outcomes, with a small to moderate effect size. However, the associated socio-emotional issues are more complex. Online learning offers flexibility regarding response time, but sacrifices the immediate dialogue of offline learning. Some cultures found accepting peer learning more difficult. Few studies undertook longer-term follow-up, although with more practice motivation, this might well improve. The results have implications for the type of peer learning chosen by pedagogical designers as appropriate to their own learning context.

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Topic Modeling on Peer Interaction in Online and Mobile Learning of Higher Education: 1993–2022

Weng,

Chang,

Lai

et al. 2024

Education Sciences

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The advent of the digital era has catalyzed transformative shifts in educational paradigms, seamlessly integrating sustainable education with innovative pedagogical approaches that cater to a broader spectrum of learners and educators. As the academic landscape evolves into an information-dense environment, traditional models of one-on-one feedback often fall short, resulting in delays and a lack of diverse intellectual engagement. This shift underscores the growing importance of peer feedback and asynchronous post-lesson feedback mechanisms, which have emerged as vital, process-oriented educational activities. Such mechanisms not only address the immediacy and diversity of feedback but also foster a sustainable, collaborative, and engaging learning environment that bolsters student autonomy and interaction. This study conducts a mapping review and synthesis of the literature on peer interaction, assessment, and participatory innovations in online and mobile learning within higher education, covering the period from 1993 to 2022. By employing topic modeling techniques to analyze a corpus of 485 articles, the literature was initially segmented into 19 distinct issues. These were subsequently consolidated into three major thematic models, thereby highlighting significant themes, research focal points, and prospective trends. This analytical process not only enriches the understanding of peer dynamics in digital learning settings but also integrates sustainable educational practices by promoting resource efficiency and inclusivity. The findings serve as a robust reference for future researchers aiming to explore the intersections of technology, peer interaction, and sustainability in educational settings.

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Digital Hardware for Peer Assessment in K-12 Schools and Universities

Cited by 4 publications

References 29 publications

Innovative Approaches to Assessment in Pedagogical Practice: New Technologies, Methods and Development of Objective Assessment Tools

Innovative Approaches to Assessment in Pedagogical Practice: New Technologies, Methods and Development of Objective Assessment Tools

Advantages and Disadvantages of Online and Face-to-Face Peer Learning in Higher Education: A Review

Topic Modeling on Peer Interaction in Online and Mobile Learning of Higher Education: 1993–2022

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